Public health nurses' experiences of assessing disruptive behaviour in children and supporting the use of an Internet‐based parent training programme

Ristkari, Terja; Mishina, Kaisa; Lehtola, Milka-Maija; Sourander, André; Kurki, Marjo

doi:10.1111/scs.12744

Cited by 16 publications

(15 citation statements)

References 25 publications

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“…The participants in the implementation and RCT intervention study groups received the SFSW parent training program, which combines an interactive website with weekly telephone coaching [ 15 , 29 ]. One parent was identified for each child and they filled in the web-based questionnaire.…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of an Internet-Based and Telephone-Assisted Training for Parents of 4-Year-Old Children With Disruptive Behavior: Implementation Research

Sourander¹,

Ristkari²,

Kurki³

et al. 2022

J Med Internet Res

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Background There is a lack of effectiveness studies when digital parent training programs are implemented in real-world practice. The efficacy of the internet-based and telephone-assisted Finnish Strongest Families Smart Website (SFSW) parent training intervention on the disruptive behavior of 4-year-old children was studied in a randomized controlled trial setting in Southwest Finland between 2011 and 2013. After that, the intervention was implemented nationwide in child health clinics from 2015 onwards. Objective The main aim of this study was to compare the treatment characteristics and effectiveness of the SFSW parent training intervention between the families who received the intervention when it was implemented as a normal practice in child health clinics and the families who received the same intervention during the randomized controlled trial. Methods The implementation group comprised 600 families who were recruited in the SFSW intervention between January 2015 and May 2017 in real-world implementation. The RCT intervention group comprised 232 families who were recruited between October 2011 and November 2013. The same demographic and child and parent measures were collected from both study groups and were compared using linear mixed-effect models for repeated measurements. The child psychopathology and functioning level were measured using the Child Behavior Checklist (CBCL) version 1.5-5 for preschool children, the Inventory of Callous-Unemotional Traits (ICU), and a modified version of the Barkley Home Situations Questionnaire. Parenting skills were measured using the 31-item Parenting Scale and the shorter 21-item Depression, Anxiety and Stress Scale (DASS-21). The estimated child and parent outcomes were adjusted for CBCL externalizing scores at baseline, maternal education, duration of the behavior problems, and paternal age. The baseline measurements of each outcome were used as covariates. Results The implementation group was more likely to complete the intervention than the RCT intervention group (514/600, 85.7% vs 176/232, 75.9%, respectively; P<.001). There were no significant differences between the implementation and RCT intervention groups with regard to child measures, including CBCL externalizing score (–0.2, 95% CI –1.3 to 1.6; P=.83), total score (–0.7, 95% CI –3.0 to 4.5; P=.70), internalizing score (–0.3, 95% CI –1.0 to 1.6; P=.64), and ICU total score (–0.4, 95% Cl –1.9 to 1.2; P=.64). No significant difference was detected in the Parenting Scale total score (0.0, 95% Cl –0.1 to 0.1; P=.50), while DASS-21 total score differed nearly significantly (2.5, 95% Cl 0.0-5.1; P=.05), indicating better improvement in the implementation group. Conclusions The internet-based and telephone-assisted SFSW parent training intervention was effectively implemented in real-world settings. These findings have implications for addressing the unmet needs of children with disruptive behavior problems. Our initiative could also provide a quick socially distanced solution for the considerable mental health impact of the COVID-19 pandemic. Trial Registration ClinicalTrials.gov NCT01750996; https://clinicaltrials.gov/ct2/show/NCT01750996 International Registered Report Identifier (IRRID) RR2-10.1186/1471-2458-13-985

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Section: Methodsmentioning

confidence: 99%

Effectiveness of an Internet-Based and Telephone-Assisted Training for Parents of 4-Year-Old Children With Disruptive Behavior: Implementation Research

Sourander¹,

Ristkari²,

Kurki³

et al. 2022

J Med Internet Res

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“…However, there is also evidence of insufficient mental health competency among PHNs, such as inadequate skills to assess or identify mental health problems (21, 23–25) and lack of knowledge about symptoms or adequate care (22, 24). In addition, there seems to be a lack of tools and working models (26), as well as evidence‐based (25, 27) and structured interventions (28–30) in PHNs’ mental health work.…”

Section: Introductionmentioning

confidence: 99%

Good interaction skills are not enough – competency in mental health issues in child health clinics and school health services

Putkuri

Salminen

Axelin

et al. 2021

Scandinavian Caring Sciences

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Background Mental health problems among children and adolescents are a worldwide issue of concern. Health professionals who have sufficient competency in mental health issues are crucial for responding to this situation. Aim The aim of the study was to describe the competency in mental health issues required by the work of public health nurses in child health clinics and school health services. Methods This qualitative, descriptive study was conducted with focus group interviews in March 2018. The sample consisted of public health nurses (n = 24) who were working in child health clinics or school health services in Finland. The data were analysed using inductive and deductive content analysis. Results The competency in mental health issues required by the work of public health nurses was formulated from the identified strengths and topics required in continuing education. In total, 18 competencies were identified as covering mental health promotion, as well as the alleviation and treatment of symptoms and disorders. Intuitive and interpersonal competency was identified as the main strength of public health nurses. The theoretical and evidence‐based competency regarding mental health issues was identified as a main topic needed in continuing education. Conclusion Public health nurses in child health clinics and school health services need competency in mental health issues for the promotion of mental health, the alleviation of symptoms and treatment of disorders. The results indicate that good interactional skills are not enough: the current competency of public health nurses in mental health issues is insufficient and does not meet the requirements of the work. The results were consistent with existing knowledge, but also provide a more comprehensive and precise insight into the current situation. In the future, the results should be verified with more studies. There is also a need for intervention studies aiming to improve competency in mental health issues.

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“…The maximum role of CHW in providing caring and overcoming mental health problems is able to provide comfort and reduce participant depression through education and optimal psychological intervention. 43,44 CHW will increase public knowledge, due to its position as the first level engaged in the promotion and prevention of health problems. 6,22 Education that is right on target and needed by the community can increase the community's knowledge and information so that patients can finish faster.…”

Section: Discussionmentioning

confidence: 99%

The effectivity role of community mental health worker for rehabilitation of mental health illness: A systematic review

Liana

Windarwati

2021

Clinical Epidemiology and Global Health

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Background: The effectivity role of community mental health worker (CMHWs) has several important gaps in the service provision at the community level. This study aimed to explain community mental health workers' effectivity role for the rehabilitation of mental health illness. Methods: A systematic review searched five electronic databases (Scopus, PubMed, ScienceDirect, CINAHL, and ProQuest) for previous studies published between 2015 and 2020. The Centre for Review and Dissemination and the Joanna Briggs Institute Guideline used to assess quality and Prisma checklist guided this review. Title, abstract, full-text and methodology were assessed for the eligibility of the studies. Data tabulation and narrative analysis of study findings were performed. Results: We found 10 studies which discuss the role of community health worker and the effectivity were community health workers as a primary care giver, counselor, partner for mental health patient, the effectiveness also produce government policy in community health worker existence, and improving self-advocacy and patient outcomes. Conclusion:The role of CMHWs in mental health is to become caregiver, partner, support, efficacy and improve the patients' condition. Based on the finding, the suggestion was the part of CMHWs becomes important to increase the health condition of mental patients during rehabilitation.

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Public health nurses' experiences of assessing disruptive behaviour in children and supporting the use of an Internet‐based parent training programme

Cited by 16 publications

References 25 publications

Effectiveness of an Internet-Based and Telephone-Assisted Training for Parents of 4-Year-Old Children With Disruptive Behavior: Implementation Research

Effectiveness of an Internet-Based and Telephone-Assisted Training for Parents of 4-Year-Old Children With Disruptive Behavior: Implementation Research

Good interaction skills are not enough – competency in mental health issues in child health clinics and school health services

The effectivity role of community mental health worker for rehabilitation of mental health illness: A systematic review

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